Methodologies for Assessing the Traditional Learner

Abstract

Assessment may be defined as “any method used to better understand the current knowledge that a student possesses.” (Dietel and Knuth, 1991). Assessment can be as simple as a teacher’s subjective judgment of student performance or as complex as a standardized achievement test. The concept of “current knowledge” implies that what a student knows is always changing and therefore teachers are to make assessments about their students’ achievements repeatedly throughout the school year. The elements of technology-based materials and lessons introduced in this book have identical reasons for undergoing the scrutiny of formal evaluation as any other form of valid classroom assessment. The purposes of assessment are many, depending in large measure on the initiators of the evaluation. Administrators use assessment to set standards and policies, direct resources, establish goals, and monitor the quality of education. Learners gauge their progress, assess strengths and weaknesses, measure school accountability, and make informed educational and personal career decisions.